Earticle

초록

영어

This study explores the impact of online and offline writing instruction on Uzbek EFL learners’ writing performance. A total of 80 students participated in an eight-week intensive IELTS writing program, with 40 students in each mode (online and offline) of writing instruction. A background survey, students’ pre-and post-essays, and individual interviews were collected as data. The analysis of essays showed that students in both instructional modes improved significantly after eight weeks of instruction, but the students in the offline class outperformed on the post-test. During the interview, students in the offline class mentioned immediate feedback, face-to-face interaction, and collaboration with peers as among the benefits. Although students appreciated the diverse learning formats and real-time interaction of online instruction, they wished they had more immediate support and feedback from their instructor. Pedagogical implications and practical suggestions are provided based on the findings of the study.

목차

Abstract
1. Introduction
2. Literature Review
2.1. Second Language Writing
2.2. Teaching L2 Writing: Online vs. Offline
3. Methods
3.1. Participants
3.2. Instruments
3.3. Procedure
3.4. Data Analysis
4. Results
4.1. Impacts of Two Modes of L2 Writing Instruction on Students’ Performance
4.2. Perceived Benefits and Challenges of Two Modes of Writing Instruction
5. Discussion
6. Conclusion
References

저자

• Marajapov Ulugbek [ Marajapov Ulugbek/Dong-A University/Graduate student ] First author
• Jeongyeon Park [ Jeongyeon Park/Dong-A University/Assistant Professor ] Corresponding Author

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